Thanks for the great blog. I have also enjoyed the articles of David Moser. My path toward your blog started when I decided to teach my younger son, 4, to start to read Chinese and English. It also was heavily influenced by watching my elder son, 7, struggle with learning how to write characters. He is attending public school here in Shenzhen. Both were born in HK and raised in Shenzhen. Moreover, my wife's side is from the mainland. After analysing the issue at length I have come to many of the same conclusions as your colleagues and you have.

The many Americans in the University of Edinburgh's community of language and information scientists had to celebrate the glorious 4th on the 3rd this year, because the 4th is an ordinary working Monday. I attended a Sunday-afternoon gathering kindly hosted by the Head of the School of Informatics, Johanna Moore. We barbecued steadfastly in the drizzle despite classic Scottish indecisive summer weather: it was cloudy, well under 60°F. Twice we all had to flee inside indoors when the rain became heavier. No matter: we chatted together and enjoyed ourselves. (I swore in 2007 that one thing I was not going to do was spend my time in this bracing intellectual environment grumbling about how the weather in Santa Cruz had been better. I'm here for the linguistic science, not the weather.) So it was a happy Fourth of July for me. Until this morning, the actual 4th, when people started emailing me (thanks, you sadistic bastards) to note that Robert McCrum had chosen America's independence day to make his choice for the 23rd in a series called "The 100 Best Nonfiction Books of All Time," in the British newspaper The Observer. He chooses The Elements of Style by William Strunk and E. B. White. For crying out loud!

We started teaching Cantonese at Penn more than a quarter of a century ago, and it has been a very successful program. Yale was teaching Cantonese long before us, and the title of this post is the same as that of a famous Yale textbook for the teaching of Cantonese by Parker Po-fei Huang and Gerard P. Kok.

I'm very pleased that more and more schools are offering Cantonese, and I'm hoping that the same will hold true for Taiwanese, Shanghainese, and other Sinitic languages. Penn offers a dozen modern South Asian languages, which shows that linguistic diversity is possible in universities when there's a will to make it happen.

Cantonese language instruction is booming in Hong Kong as well, and that is entirely appropriate, since — although Cantonese is the Mother Tongue of the overwhelming majority of the population — in recent years, it has increasingly been threatened by the rise of Mandarin as the language of the central government, which has been exerting ever greater control in the SAR (Special Administrative Region), particularly after the British returned the former colony to Chinese suzerainty in 1997.

Joseph Manning kindly called my attention to this post by Kathleen Coleman on the blog of the Society for Classical Studies (SCS): "Nondum Arabes Seresque rogant: Classics Looks East" (2/2/16). The Latin quotation is from a poem written by Statius to mark the inauguration of Domitian’s seventeenth consulship in AD 95. It means "nor yet do the Arabs and Chinese file petitions", something that the Romans hoped they would one day submit.

That's the title of a book by the formidable British Sinologue, Herbert Allen Giles (1845-1935).

In the early 1890s, Herbert Giles perfected the system of romanization for Mandarin that had initially been devised by Thomas Wade around the middle of the 19th-century, which is why it is called Wade-Giles. This was the standard romanization of Mandarin in the English-speaking world for nearly a century, until it was displaced by Hanyu Pinyin when the People's Republic of China secured its acceptance by the United Nations and the International Organization for Standardization.

Two things I have stressed: 1. take advantage of properly parsed Pinyin or other phonetic annotation and transcription; 2. utilize the full resources of digital, electronic, hand-held, and online dictionaries and other devices to assist and enhance the learning of reading and writing.

Whenever a well-designed, efficient pedagogical tool appears, I am always pleased because it means more rapid acquisition and less suffering for students.

Just a little over a year ago, Mark Zuckerberg unveiled to China and the world that he was willing to speak publicly in Mandarin: "Zuckerberg's Mandarin" (10/23/14).

That post includes a video which allows us to watch and listen to his every gesture and word. Now he's back at it again at the exact same location, Tsinghua University, China's premier engineering and science school: